Body Parts Animals and Humans Have in Common for Pre-School Level 2

Class: Pre-School Level 2
Term: First Term
Week: 5
Age: 3 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Basic body parts of humans.
Topic: Similarities Between Animals and Humans
Subject Matter: Body parts animals and humans have in common.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify body parts that humans and animals have in common (e.g., eyes, ears, nose, mouth, legs).
• Name common body parts of animals and humans.
• Distinguish that plants do not have body parts like humans or animals.

Affective Domain

• Show interest in observing different animals.
• Participate actively in naming and pointing to body parts.

Psychomotor Domain

• Point to specific body parts on themselves and on animal pictures.
• Perform actions related to the lesson rhyme.

Social Domain

• Take turns when identifying body parts.
• Engage in group activities with peers.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 2.
• Relevant Early Childhood Care and Education resources.

Instructional Materials

• Charts showing various animals (e.g., dog, cat, bird, monkey).
• Posters of human body parts.
• Picture cards of different animals.
• Picture cards of human body parts (eyes, ears, nose, mouth, hands, legs).
• Toy animals.
• MP4 Player (for video).

Rationale for the Lesson

This lesson helps 3-year-olds develop their observation skills by comparing themselves to animals. Understanding that humans and animals share some body parts builds a foundational awareness of the natural world and fosters an early appreciation for living things. It also reinforces their knowledge of their own body parts in a comparative context.

Prerequisite/Previous Knowledge

Pupils can identify and name some basic body parts of a human being. They may have also seen various animals in their environment or in pictures.

Lesson Content/Board Summary

Similarities Between Animals and Humans

Humans and many animals have some body parts that are the same or very similar. These parts help us to do many things like see, hear, smell, eat, and move.

• Eyes: Humans have eyes to see. Many animals (like dogs, cats, birds) also have eyes to see.
• Ears: Humans have ears to hear. Many animals also have ears to hear.
• Nose: Humans have a nose to smell and breathe. Many animals also have a nose to smell and breathe.
• Mouth: Humans have a mouth to eat and talk. Many animals also have a mouth to eat.
• Legs/Feet: Humans have legs and feet to walk and run. Many animals also have legs and feet (or paws) to move around.
• Hands/Paws: Humans have hands. Some animals have paws or hands that help them hold things or move.

Important: Plants are different. Plants do not have eyes, ears, noses, or mouths like humans and animals.

Key Words

• Eyes – What we use to see.
• Ears – What we use to hear.
• Nose – What we use to smell.
• Mouth – What we use to eat and talk.
• Legs – What we use to walk and run.

Body Parts Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

I have eyes and you have eyes,
Animals have eyes too!
We can see, we can see,
Animals and me!

I have ears and you have ears,
Animals have ears too!
We can hear, we can hear,
Animals and me!

I have nose and you have nose,
Animals have nose too!
We can smell, we can smell,
Animals and me!

Actions: Point to eyes, then ears, then nose on self, then point to animal pictures. Make seeing, hearing, and smelling motions.

Watch and Learn About Body Parts

https://www.youtube.com/watch?v=0k0H1z1N_hQ

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Picture Talk
• Songs and Rhymes
• Question and Answer
• Manipulation of Objects (toy animals)
• Repetition

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Greeting/Engaging

Teacher’s Activity: The teacher greets the pupils and leads them in singing a familiar “Head, Shoulders, Knees, and Toes” song to review human body parts. The teacher then asks, “Do animals have eyes like us?”

Pupils’ Activity: Pupils greet the teacher, sing the song with actions, and respond to the question (e.g., “Yes!”).

Learning Point: Pupils recall human body parts and are engaged for the new topic.

Step 2: Presentation (Introducing Similarities)

Time: 5 minutes

Teaching Skill: Explanation/Observation

Teacher’s Activity: The teacher shows a large picture of a child and a picture of a dog. The teacher points to the child’s eyes and says, “This is the child’s eye. What does the child use eyes for?” (To see). Then points to the dog’s eyes and says, “Look! The dog also has eyes! What do you think the dog uses its eyes for?” The teacher repeats this for ears, nose, and mouth. The teacher also briefly explains that plants do not have these body parts.

Pupils’ Activity: Pupils observe the pictures, answer questions about the use of body parts, and identify the common parts.

Learning Point: Pupils understand that humans and some animals share common body parts and that plants are different.

Step 3: Guided Practice (Identifying Common Parts)

Time: 6 minutes

Teaching Skill: Identification/Naming

Teacher’s Activity: The teacher displays various animal picture cards (cat, monkey, bird) and human body part cards. The teacher holds up a human eye card and asks, “Who has eyes like this?” Pupils point to their eyes. Then the teacher asks, “Which animal here also has eyes?” and guides pupils to point to the eyes on the animal pictures. This is repeated for ears, nose, mouth, and legs/feet.

Pupils’ Activity: Pupils point to their own body parts, then point to the corresponding parts on the animal picture cards, and name them.

Learning Point: Pupils practice identifying and naming common body parts on humans and animals.

Step 4: Reinforcement (Rhyme Time)

Time: 4 minutes

Teaching Skill: Singing/Action

Teacher’s Activity: The teacher introduces the “Body Parts Rhyme” (from the Board Summary). The teacher sings the rhyme slowly, demonstrating the actions for eyes, ears, and nose. The teacher encourages pupils to sing along and do the actions.

Pupils’ Activity: Pupils listen to the rhyme, sing along, and perform the actions (pointing to eyes, ears, nose on themselves and on animal pictures).

Learning Point: Pupils reinforce their learning of common body parts through song and movement.

Step 5: Application (Comparing and Describing)

Time: 4 minutes

Teaching Skill: Comparison/Verbalization

Teacher’s Activity: The teacher holds up a toy animal (e.g., a toy dog). The teacher points to the dog’s leg and says, “This dog has legs. I have legs too! My legs help me walk. What do the dog’s legs help it do?” The teacher encourages pupils to say, “The dog has legs, I have legs.” This is repeated for other common parts like eyes and ears.

Pupils’ Activity: Pupils observe the toy animal, point to their own body parts, and describe the similarity by saying sentences like, “The dog has eyes, I have eyes.”

Learning Point: Pupils apply their knowledge to compare body parts between themselves and a real-world object (toy animal).

Step 6: Video Reinforcement

Time: 2 minutes

Teaching Skill: Visual Learning/Discussion

Teacher’s Activity: The teacher introduces the video, “We are going to watch a short video about body parts that humans and animals have.” The teacher plays the verified YouTube video “Animals and Humans Body Parts” (https://www.youtube.com/watch?v=0k0H1z1N_hQ). After the video, the teacher asks, “What did you see in the video? What body parts did the animals and humans both have?”

Pupils’ Activity: Pupils watch the video and respond to the teacher’s questions, naming body parts they observed.

Learning Point: Pupils reinforce their understanding through a visual medium and recall common body parts.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Point to your eyes. Now point to the eyes on the cat picture.”
2. “What do you use your ears for? Do animals have ears too?”
3. “Does a tree have a nose like you?” (To check understanding of plants being different).
4. “Show me your legs. What do your legs help you do?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill by pointing to body parts on themselves and on animal pictures.

Learning Point: Pupils demonstrate understanding of the lesson by identifying and comparing common body parts.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarizing/Praise

Teacher’s Activity: The teacher summarizes the lesson by reminding pupils that humans and many animals share body parts like eyes, ears, nose, mouth, and legs. The teacher praises pupils for their participation and good work.

Pupils’ Activity: Pupils listen to the summary and respond to the teacher’s praise.

Learning Point: Pupils consolidate their learning and feel encouraged.

Lesson Keywords

• Eyes – We use our eyes to see.
• Ears – We use our ears to hear.
• Nose – We use our nose to smell.
• Mouth – We use our mouth to eat and talk.
• Legs – We use our legs to walk and run.

Differentiation

• Support: For pupils who are struggling, use larger, clearer pictures of animals and human body parts. Provide hand-over-hand guidance to help them point. Focus on only 2-3 common body parts (e.g., eyes, ears, mouth) and use lots of repetition.
• Extension: For pupils who grasp the concept quickly, encourage them to name more body parts that are common (e.g., stomach, back) or to identify common parts on less familiar animals. Ask them to describe what each common part helps both humans and animals do.